批判性立场和评鉴学术话语对比研究

Chapter 1  Introduction
  1. 1 Importance of and Reasons for Studying Critical Stance and Evaluation
  1.2 The Necessity of Studying Critical Stance and Evaluation
  1.3 Chinese Junior Scholars' Deficit in Stancetaking and Critical Literacy
  1.4 Objectives of the Present Study
  1.5 Outline of the Book
Chapter 2  Relevant Concepts
   2.1 Academic Discourse
     2.1.1 Definitions of Academic Discourse
     2.1.2 Approaches to Academic Discourse
   2.2 Academic Discourse Community
     2.2.1 Discourse Community
     2.2.2 Language Socialization into Academic Discourse Communities
     2.2.3 Written Academic Discourse Socialization
   2.3 Different Terminologies Related to Stance and Evaluation
      2.3.1 Different Terminologies
      2.3.2 Four Differences in Approaches Leading to Different Terminologies
      2.3.3 Six Points of Consensus
Chapter 3  Review of Literature on Studies of Academic
               Discourse and on Stancetaking and Evaluation
   3.1 Research Findings Based on the Prior Study of Academic Discourse
      3.1.1 Academic Discourse, Structured for Persuasive Effect
      3.1.2 Academic Discourse, Representing Discipline-
              specific Modes of Argument
      3.1.3 Different Cultures, Different Academic Discourses
      3.1.4 Academic Argument, Involving Interpersonal Negotiations
   3.2 Prior Research Related to Critical Stance and
        Evaluation
      3.2.1 Prior Research Related to Critical Stance
              and Evaluation Abroad
      3.2.2 Prior Research Related to Critical Stance
              and Evaluation at Home
   3.3 Identity--Proximity and Positioning
      3.3.1 Discursive Construction of Identity
      3.3.2 Hyland's Concepts of Proximity and Positioning
Chapter 4  Research Design
  4. 1 The Pilot Study: MICUSP Data Comparison
        Across Different Disciplines and Between NS and
        NNS of English
  4.2 The Corpus Construction
  4.3 Analytical Framework
Chapter 5  Quantitative Results
   5.1 Research Tools
   5.2 Overt Evaluation
     5.2.1 Evaluative Verbs and Modal Verbs (e. g. claim, suggest,
              assume, argue, disagree ; should, must, need, can,
              and may)
      5.2.2 Evaluative Adverbials (e. g. Fortunately, Unfortunately,
              Interestingly, Surprisingly, Arguably, presumably,
              and Unexpectedly)
      5.2.3 Evaluative Nouns (e. g. problem, Difficulty,
              Achievement, Assumption, Claim, Failure,
              Success, and Challenge)
      5.2.4 Evaluative Adjectives (e. g. Unusual, Strange,
              Atypical, weird, and Odd)
      5.2.5 Authorial Selves: the Use of l, we, the Author and
              the Hortative Let Us/Let's
   5.3 Less Overt Evaluation
Chapter 6  Qualitative Results
  6.1 Questionnaires
  6.2 Interviews
  6.3 Focus Group Discussion
Chapter 7  Conclusions and Pedagogical Implications  
   7.1 Summary of the Major Findings
   7.2 Conclusions
   7.3 Critical Literacy Cultivation
   7.4 Pedagogical Implications for ESL/EAP/EFL/EIL Instruction
   7.5 New Directions in Academic Discourse Research
Appendices
   Appendix 1: Questionnaire
   Appendix 2: The Interview Questions
List of Tables and Figures
Bibliography
Index